ENGLISH STUDY PROGRAM

TEACHERS AND TRAINING EDUCATION FACULTY

ISLAMIC UNIVERSITY OF INDRAGIRI

SUMMARY
LEARNING AND TEACHING
STRATEGIES

MAIZARAH, M.Pd

2017

TEMBILAHAN
 TABLE OF CONTENT

1. Know/Want to Know/Learn (Reading Skill) ............................................. 1

2. Save The Last Word For Me (Reading Skill) ........................................... 2
3. Role, Audience, Format, Topic (Writing Skill) ......................................... 3
4. Concept Sentence (Writing Skill) .............................................................. 5
5. One Stay Three Stray (Writing and Speaking Skill) .................................. 5
6. Academic Controversy (Speaking Skill) .................................................... 7
7. Socratic Questioning (Listening Skill) ....................................................... 9
8. Fish Bowl (Listening Skill) ........................................................................ 10

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 LEARNING AND TEACHING STRATEGIES

1. KNOW/WANT TO KNOW/LEARN (K-W-L)

A. Description: The K-W-L activity can be used to structure a whole lesson.
It asks students to think of what they already know about the topic of the
lesson, raise questions about it, and find answers to those questions.
B. Rationale: Learning theory tells us that active learning is better than
passive learning. Students learn best when they (1) remember what they
already know, (2) ask questions, (3) confirm their new knowledge. This
method leads them to do all three.
C. Group Size: Six to Sixty
D. Time Required: 45 minutes to multiple periods
E. Activity:
Step 1: Begin by naming the topic, and asking students to think of what
they already know about it. It helps to have students list their ideas, and to
share their ideas with a partner before they answer.
Step 2: Create a K-W-L chart on the chalk board or on chart paper.
Step 3: Ask the students to call out what they know about the topic. Write
their ideas in the column marked What do we Know? You may organize
their thoughts into categories, as you receive them.
Step 4: Now ask students to think of questions they have about the topic.
They may begin by reviewing what they know, and finding areas where
their knowledge is incomplete. Write their questions on the chart in the
column marked What do we Want to Know? Feel free to add some of
your own.
Step 5: The students should now read the text (or listen to a lecture, or do
some other kind of investigation). They are reminded to look for answers
to their questions, and for any new ideas they did not anticipate.
Step 6: The students report the things they learned from the text. First they
report answers they found to their questions, and then they report any other
interesting or important ideas they discovered. The teacher records these
on the chart in the column labeled What did we Learn?

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 F. Reflection: The K-W-L method is a fine way to structure a lesson that
covers an informational topic. It is not recommended for works of fiction.
In cases where students do not possess much background knowledge about
a topic, the K-W-L can be preceded by an Advance Organizer, as we did
in this lesson.

2. SAVE THE LAST WORD FOR ME

A. Description: Save the Last Word for Me provides a framework for class
discussion of a text, either narrative or expository. This strategy is
particularly helpful in getting the quieter and more reluctant students to
participate in class discussions
B. Rationale: Teachers are usually the ones who have “the last word” on a
topic during a class discussion. Giving students the opportunity to have
“the last word” on a topic can be motivating and can give their ideas a
sense of read importance. The Save the Last Word for Me method teaches
students to identify issues of interest to themselves in a text they read and
to take responsibility for a whole class discussion.
C. Group Size: Save the Last Word for Me is done with the whole class.
D. Resources: Save the last word for me” requires small slips of paper for
students to write their comments on. It also requires a text to read or a
topic to consider.
E. Time Required: The activity can be conducted in 20 to 40 minutes.
F. Activity:
Step 1: The teacher tells the students before they read a text to find
passages that intrigue them, perplex them, excite them, or enrage them.
Step 2: The students write those passages on one side of a small piece of
paper. They should be sure to note the number of the page it came from.
Step 3: The students should write a comment on the other side of the piece
of paper. That is, they should say what it was that intrigued them,
perplexed them, excited them, or enraged them.

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 Step 4: During the next class period, the teacher calls upon one student at
a time to read her quotation (but not her comment). Then that student has
control of the class, as he invites other students to comment on that
quotation. The teacher may comment too, but should do so only after
several other students have had their say, and while more comments are
forthcoming.
Step 5: When the class has had their chance to comment, the student who
chose the quotation turns over her piece of paper and reads her comment.
That is the last word. No other student and not even the teacher should
comment on the quotation after that.
Step 6: The teacher calls on other students to share their quotations and
lead the class discussion. The teacher may also take a turn. It is not
necessary to call on every student to share a quotation. Half a dozen may
suffice for a single class session.
G. Reflection: If a teacher is used to lecturing, she or he may be surprised to
see how many points students raise in the course of the Save the Last
Word for Me activity that would have been in the lecture notes!

3. ROLE, AUDIENCE, FORMAT, TOPIC (RAFT)

A. Rationale: RAFT is a writing activity that is usually used in the
consolidation phase of a lesson. It changes the focus of artificial writing
assignments to authentic assignments in which students have a purpose for
writing (other than writing for the teacher and a grade) and an audience in
mind.
Role Audience Format Topic
(who is writing?) (who receives it?) (what form?) (what is it about?)
Examples:

 Writer  Self  Journal  My Holiday

 Artist  Peer group  Brochure was Fantastic
 Character  Parents  Newspaper  Bali is
 Adventurer  Fictional article worderfull city
 Reporter Character  Essay  Thinks to eat
 Journalist  Animal or object  Letter for good health

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B. Group Size: This strategy can be used with classroom groups of any size.
Within classroom groups, students can write individually, in pairs, or in
small groups.
C. Resources: Students need pencils or pens and paper. RAFT is most often
used as a consolidation activity.
D. Time Required: Students will need from 10 to 30 minutes to write.
E. Activity:
Step 1: The teacher assigns a RAFT activity, usually as a consolidation
activity. Sometimes, the students are given a role that emerges from the
lesson, but this varies. The students might write as individuals, as pairs, or
as small cooperative learning groups. When students identify and develop
their roles, they should consider: personality (who am I and what am I
like); attitude (my feelings, beliefs, concerns); and information (what I
need to know about myself in the new role).
Step 2: The students select an audience for their message.
Step 3: Then the students select a format appropriate for their role,
audience, and topic.
Step 4: The students should have the opportunity to “publish” their
messages. This could be an oral reading, a proclamation, sharing in small
groups, posting on a bulletin board, publishing in a class newspaper or
magazine, sending a letter, reading from the author’s chair, etc.
F. Assessment: Teachers should consider the:
 Appropriateness of role and audience for topic.
 Appropriateness of format for topic; possible formats include: letter,
note, graffiti, telegram, proclamation, e-mail, wall newspaper,
advertisement, petition, poem, poster, warning, news story, diary,
brochure, essay, report, summary, and many others.
 Coherence of message.
 Mechanics of writing.
 Appropriate use of content information (facts to support the topic).

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  Inclusion of RAFT and other writing samples in student portfolio to
document the developmental nature of writing over time.

4. CONCEPT SENTENCE
A. Description: Concept sentence is a learning model that emphasizes the
students formed heterogeneous groups then each group that has been
formed each make sentences with at least 4 keywords according to the
material presented.
B. Rationale: A common feature of the concept sentence model is the
presentation of key words. Keywords given tailored to the learning
objectives to be achieved in the learning
C. Group Size: ±4 people are heterogeneous.
D. Time Required: Students will need from 10 to 30 minutes to write.
E. Activity:
Step 1: The teacher conveys the competence to be achieved.
Step 2: Teachers deliver material in moderation.
Step 3: Teachers form groups of ± 4 people heterogeneously.
Step 4: The teacher presents several keywords according to the material
presented.
Step 5: Each group multiple keywords using at least 4 keywords.
Step 6: The results of group writing are discussed together guided by the
teacher.
Step 7: The teacher and the students make a conclusions

5. ONE STAY THREE STRAY

A. Description: A cooperative learning activity for sharing ideas within a
classroom.
B. Rationale: This method is a very useful strategy for quickly sharing ideas
within a large class. It has the advantage, shared by many cooperative
learning techniques, of putting students in responsible roles in which they
function as expert providers of information to others.

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C. Group Size: The method of One Stay/Three Stray can work well with
home groups of four or five. There may be any number of groups within a
classroom.
D. Resources: It helps if the groups have paper and pencils with which to
record the group’s deliberations, and if individual students also have paper
and pencils to record ideas they learn in the other groups.
E. Time Required: As far as time, the moving about can be done in a matter
of seconds once students are used to it, and the visit to the new groups
should take no more than five or six minutes.
F. Activity:
Step 1: The students are assigned to home groups of four or five.
Step 2: Going clockwise around the room, the teacher numbers the tables.
The teacher also gets the students sitting at each table to count off, one
through four or five.
Step 3: The students are assigned a question to discuss, or a task to
perform.
Step 4: After they have worked on the task for an interval, perhaps 15
minutes, the teacher asks everyone with the number one to stand up, then
move one table to the next highest numbered table (from table one to table
two, from table two to table three, and so on).
Step 5: Once the students with number one have moved, the teacher asks
those with number two to stand. They should move from table one to table
three, from table two to table four, and so on. Those with number three
move three tables: from table one to table four, and so on. Those with
number four or five should stay at their original tables.
Step 6: The teacher asks the students who are visiting each table to
interview the remaining member from the original group to find out how
that group answered the question. They should take notes and prepare to
take them back to their own table. The student who stayed behind explains
as clearly as possible his or her group’s answers to the question.

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 Step 7: After five to eight minutes, have everyone go back to their original
group and report on what they learned from the other tables. Each student
should take three minutes to report on what they learned.
G. Reflection: One Stay/Three Stray can be fun for the students, because it
gets them up and moving around, and exposes them to other faces.
Students enjoy being interviewed, and they also enjoy telling their table
mates what they learned when they visited the other groups. If the
procedure is set up properly, students can learn to move around quickly to
their new places. We once observed a class of 80 sixth graders in rural
Tanzania get up, move to new groups, and sit down again—all in 10
seconds.

6. ACADEMIC CONTROVERSY
A. Description: A cooperative learning activity that leads students to argue
different sides of an issue.
B. Rationale: Learning to take a position and defend it with reasons is an
essential skill in a democratic society. Learning to entertain arguments that
are contrary to one’s own belief is an important step toward sound
consideration of an issue and informed decision making. Academic
Controversy gives students the support of a group while they practice
these skills of critical thinking.
C. Group Size: The method works best if students work in home groups of
four. Groups of five will work if necessary. There may be any number of
groups of four in the classroom.
D. Resources: The method requires no particular resources, but it will help if
each student has paper and a pencil for recording ideas.
E. Time Required: The activity takes about 20 minutes to carry out.
F. Activity:
Step 1: The teacher assigns the students to groups of four. The teacher
gives them a question to discuss. Note that the question should have a “yes”
or “no” answer.

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Step 2: The teacher has the students discuss the question in groups of four,
so they reach a common understanding of what the question means and
why it matters.
Step 3: Then the teacher has the students count off in the group, 1, 2, 3, 4.
Tell students with numbers 1 and 2 that they should prepare to argue for
the point of view that “Yes, we should.” Tell numbers 3 and 4 that they
should prepare to argue the point of view, “No, we shouldn’t.”
Step 4: The teacher tells both pairs within each group to go off by
themselves and spend five minutes listing reasons to support their position.
Step 5: After five minutes, the teacher calls time. The teacher than tells
each student with a number 1 or 2 to go find a different student with a
number 1 or 2. Those with number 3 or 4 should find a different partner
with number 3 or 4. In three minutes, they should hear their partner’s
reasons, and write down any they had not thought of.
Step 6: The teacher calls time again. Now the teacher has the students
return to their original partners and pool their ideas. Each pair should now
think of the best reasons that support their position, and prepare to debate
the other pair within their group of four. In order to debate, they should
come up with a sentence stating their position and two or three good
reasons for their position.
Step 7: After five more minutes, the teacher tells the pairs to join the other
pairs in their group and join the debate. In order to debate, one side states
its position with the reasons for it, then the other does the same. Then they
debate each other’s reasons and conclusions.
Step 8: The teacher lets the debate go on for six or seven minutes. Then he
or she tells each group that they are now free to drop their assigned
positions and argue for whatever positions they truly believe. The teacher
asks the groups if they can come up with a consensus position: that is, a
position with which everyone agrees, and reasons to support it.
Step 9: The teacher can now call on a member of each group to give a
statement of the group’s conclusions from their debate.

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7. SOCRATIC QUESTIONING
A. Rationale: According to Richard Paul (1993), Socratic questioning is
concerned with clarifying ideas, examining context, considering
foundations, identifying assumptions, and defining point of view. Socratic
questioning provides an additional set of critical listening issues to apply
to oral presentations
B. Group Size: Entire Class
C. Resources: Taped or written copies of an oral presentation, paper, pencils
and pens.
D. Time Required: A class period
E. Activity:
Some examples of Socratic questioning from Paul include the following:
Questions that clarify
 What do you mean when you say…?
 What point are you trying to make…?
 What example can you provide?
 Why did you say…?
 What is the relationship of this to…?
Questions about assumptions
 What assumption are you making?
 Why would you make that assumption?
 Are you assuming that…?
Questions that probe perspective and point of view
 Is it your perspective that…?
 How do you view...?
Questions that probe facts, reasons, and evidence
 What is your evidence for this?
 Why do you believe this?
 How certain are you about this?

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 Questions that examine implications and outcomes
 What is your implication?
 What would be the outcome if that happened (reductio ad absurdum)?
 What would be the effect of that (slippery slope)?

These types of questions could be used to supplement the issues raised

in the Seventh and Eighth Core Lessons.

8. FISH BOWL
A. Rationale: In a Fishbowl discussion, students seated inside the “fishbowl”
actively participate in a discussion by asking questions and sharing their
opinions, while students standing outside listen carefully to the ideas
presented. Students take turns in these roles, so that they practice being
both contributors and listeners in a group discussion. This strategy is
especially useful when you want to make sure all students participate in a
discussion, when you want to help students reflect on what a good
discussion looks like, and when you need a structure for discussing
controversial or difficult topics. A Fishbowl discussion makes for an
excellent pre-writing activity, often unearthing questions or ideas that
students can explore more deeply in an independent assignment.
B. Group Size: The lesson can be done with an entire class.
C. Resources: Text recording, oral conversation, story telling. example:
obama’s speech, story of fairy tales.
D. Time Required: This type of lesson can be completed in forty to fifty
minutes.
E. Activity:
Step 1: Select a Topic, almost any topic is suitable for a Fishbowl
discussion. The most effective prompts (questions or texts) do not have
one right answer or interpretation, but rather allow for multiple
perspectives and opinions.

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Step 2: Set Up the Room, a Fishbowl discussion requires a circle of
chairs (“the fishbowl”) and enough room around the circle for the
remaining students to observe what is happening in the “fishbowl.”
Sometimes teachers place enough chairs for half of the students in the
class to sit in the fishbowl, while other times teachers limit the chairs
further. Typically, six to 12 chairs allows for a range of perspectives while
still giving each student an opportunity to speak. The observing students
often stand around the fishbowl.
Step 3: Prepare for the Discussion, like many structured conversations,
Fishbowl discussions are most effective when students have had a few
minutes to prepare ideas and questions in advance.
Step 4: Discuss Norms and Rules, there are many ways to structure a
Fishbowl discussion. Sometimes teachers have half the class sit in the
fishbowl for ten to 15 minutes before announcing “Switch,” at which point
the listeners enter the fishbowl and the speakers become the audience.
Another common Fishbowl discussion format is the “tap” system, where
students on the outside of the fishbowl gently tap a student on the inside,
indicating that they should switch roles. See the variations section below
for more ideas about how to structure this activity.
Regardless of the particular rules you establish, make sure they are
explained to students beforehand. You also want to provide instructions
for the students in the audience. What should they be listening for? Should
they be taking notes? Before beginning the Fishbowl activity, you may
wish to review guidelines for having a respectful conversation. Sometimes
teachers ask audience members to pay attention to how these norms are
followed by recording specific aspects of the discussion process, such as
the number of interruptions, examples of respectful or disrespectful
language being used, or speaking times (who is speaking the most or the
least).
Step 5: Debrief, after the discussion, you can ask students to reflect on
how they think the discussion went and what they learned from it. Students

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can also evaluate their performance as listeners and as participants. They
could also provide suggestions for how to improve the quality of
discussion in the future. These reflections can be in writing, or they can be
structured as a small- or large-group conversation
Example:

In a fishbowl discussion, people seated inside the circle actively participate

by asking questions and sharing their opinions, while those standing
outside listen carefully to the ideas presented.

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 REFERENCES

Crawford, Alan et, al,. 2005. Teaching and Learning Strategies for Thinking
Classroom. New York: Open Society Institutes.
Fashing History and Ourselves. 2007. https://www.facinghistory.org/resource-
library/teaching-strategies/fishbowl. Accessed on 15 October 2017.
Kiranawati. 2008. Kegiatan Pembelajaran Dan Pemilihan Media Pembelajaran.
http://gurupkn.wordpress.com/2008/01/17/kegiatan-pembelajaran-dan
pemilihan-media-pembelajaran/. Accessed on 15 October 2017.
Suprijono, Agus.2009. Cooperative Learning : Teori dan Aplikasi PAIKEM.
Yogyakarta : Pustaka Pelajar.